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Youthpass Guide
Youthpass Guide
Table of Contents
Foreword
Introduction: Youthpass is here!
page 5
page 7
page 13
page 19
page 25
page 30
page 46
page 83
page 99
Part C: Appendices
Editorial information
Notes on contributors
Youthpass Guide
foreword
Foreword
Youthpass was developed to improve the recognition and validation of non-formal learning in the
Youth in Action programme. The decision to do so was based on a clear need for participants and
organisers to affirm their participation and to reflect on the learning outcomes of the programme.
Open to ALL young people irrespective of their social, educational or cultural background, the Youth
in Action programme provides hundreds of thousands of young people with the unique opportunity
to explore and experience the meaning of inclusion and respect for diversity in a concrete way.
It is also a chance to develop new skills and competences in non-formal and informal settings. By
providing an additional source of learning, the Programmes activities are particularly relevant to
young people with fewer opportunities.
For the first time in the European Union, Youthpass provides an instrument that truly recognises
what young people gain from their active participation in the Youth in Action Programme.
Already in the White Paper A new impetus for European Youth the innovative impact of youth work
was described as part of the overall package of Lifelong Learning measures which demands greater
recognition as well as greater complementarities with formal education and training.
In May 2006 the Youth Ministers of the European Union highlighted that the Youth in Action
Programme makes an important contribution towards gaining competences.
Youth exchange programmes, for instance, foster ability in communication in the mother tongue
as well as in a foreign language. Participation in activities in the youth field in general support
the development of social, intercultural and civic competences. So it is only natural that the
development of Youthpass was based on the Key competences for Lifelong Learning that were
adopted by the European Parliament and the Council in December 2006.
Youthpass will support young people to make best use of the experiences they have had during
their participation in the Programme. In the coming months every participant of a Youth Exchange,
Voluntary Service or a Training Course in the Youth in Action Programme will have the opportunity to
obtain a Youthpass. Other Actions of the Programme will be covered soon.
Therefore it is with great pleasure that today we can present this manual on Youthpass. It serves
both as a helpful resource for everyone working with young people and responsible for issuing
Youthpass, and at the same time, as a background to understanding the importance of better
recognition of non-formal learning in order to improve social inclusion and employability.
Let me kindly invite you to discover what can be learnt and experienced from our Programme and
how we wish to make it more visible and useful for young people.
Happy reading!
2 Pierre Mairesse
Director for Youth, Sport and Relations with the Citizen
Directorate-General for Education and Culture
European Commission
Youthpass Guide
Introduction
introduction
Youthpass is here!
What you are reading now is the result of two years work and engagment by a wide range of
people to prepare for the implementation of Youthpass. Test phases have been run in thirteen
countries across Europe, involving hundreds of young people, together with youth workers, trainers,
representatives of youth organisations, national authorities, employers and other stakeholders.
Everyone will start using this publication at the part they need. Part A could be described as the
minds on section, (things to think about), looking at the background to Youthpass and outlining
the main ideas and concepts. Part B form the hands on section, looking at how Youthpass is to be
used and describing what is needed to put it into practice.
So:
Go to: www.youthpass.eu
Go to: Part B1
How to support learning
Go to: Part A5
Youthpass more than
a certificate
Equipment and
programmes needed to
produce certificates
Step-by-step guide
to using Youthpass in
each Action
Tips and ideas
on helping people learn
to learn
A quick overview
of Youthpass
If you are
interested in
Go to: Part A1
What is Youthpass?
Some ideas on
the importance of
non-formal learning
Go to: Part A2
Getting interested in
non-formal education
What recognition
really means
Go to: Part A3
Hitchhikers guide
to recognition
The background to
European developments
Go to: Part A4
You hold the keys to
Lifelong Learning
Many thanks to all those who have contributed in many different ways to helping make this all a
reality!
A. Youthpass in context
A1
What is Youthpass?
2 Rita Bergstein and Mark Taylor
Youthpass IS
Youthpass IS NOT
A. Youthpass in context
Individual
participants
Educational
institutions
Stakeholders in
Youthpass
Youth
services
National
governments
National Agencies
of Youth in Action
Local
authorities
A. Youthpass in context
A2
youth exchanges
informal meetings in
cafs, on the streets
long-term membership of
a youth organisation
after-school clubs
Youthwork
examples
youth wings of political
parties
activism concerning a
particular hot topic
one-off environmental
projects
A. Youthpass in context
Education as a system
and
Learning as a process
So, non-formal education can be seen as a system outside
formal education which brings together resources, people,
objectives, tools and methods to produce a structured
learning process.
These thoughts naturally throw up a lot of questions about
how the different types of learning are linked together and
how to distinguish between formal, non-formal and informal
elements. Without wanting to be too simplistic, the current
consensus (see the Pathways to Validation reference at
the end of the chapter) seems to be that:
>> informal learning happens nearly all the time in daily
life (at home, on the street, in cafs, etc) but it is not a
planned activity;
>> non-formal learning is voluntary, is assisted by others
and is planned;
>> formal learning is structured, regulated from the outside
and involves some form of certification
Nowadays, we refer to informal and non-formal learning as
providing the framework for the educational approaches
seen in youth work. Everything depends on the context
within which we use such terms. Many now like to see the
different forms of learning in a kind of spectrum.
Researcher Helen Colley and her colleagues (see the
references at the end of this chapter) put forward the idea
that it is virtually impossible to find any educational activity
which is only formal or only informal most contain a
youth work
non-formal
learning
youth work in
which learning is
encouraged
A. Youthpass in context
Personal development
Employability
Active Citizenship
10
A. Youthpass in context
A. Youthpass in context
links
The theme of the June 2006 issue of Coyote magazine (published by the Partnership between the
Council of Europe and the European Commission) is non-formal learning and education from the
perspectives of the relevant European institutions, youth organisations and practitioners.
http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
[Accessed 15 September 2008]
Explore the history of and current developments in informal and non-formal education on the
informal education homepage:
http://www.infed.org/
Two good examples of the thinking available here are Alan Rodgers article on a new paradigm
for non-formal and informal education:
http://www.infed.org/biblio/non_formal_paradigm.htm
and the piece by Helen Colley, Phil Hodkinson & Janice Malcolm on the relationships between
informal, non-formal and formal learning:
http://www.infed.org/archives/e-texts/colley_informal_learning.htm
[Accessed 15 September 2008]
The UNESCO Task Force on Education for the 21st Century, including the Delors report:
http://www.unesco.org/delors/
[Accessed 15 September 2008]
A very useful internet forum on the Identification and Validation of Non-formal and Informal
Learning for practitioners and academics is provided by the European Centre for the
Development of Vocational Training (Cedefop):
http://communities.trainingvillage.gr/nfl
[Accessed 15 September 2008]
European Union
A broad introduction to the contribution of education and training to the Lisbon strategy:
http://ec.europa.eu/education/index_en.html
[Accessed 15 September 2008]
Resolution on the Recognition of the value of non-formal and informal learning within the
European youth field decided by the EU Council of Ministers:
http://europa.eu/scadplus/leg/en/cha/c11096.htm
or
http://tinyurl.com/m7ske
[Accessed 15 September 2008]
11
A. Youthpass in context
links
The Bridges for Recognition conference report is full of examples from around Europe of
initiatives on giving recognition to different forms of youth work.
http://www.salto-youth.net/bridgesforrecognition/
[Accessed 15 September 2008]
Council of Europe
12
13
A. Youthpass in context
A3
What do I get?
Oh, what do I get?
Buzzcocks
At the moment many formal, non-formal and informal
discussions are taking place on how to get better
recognition for learning in the youth field. Some people
think there are already enough opportunities to gain
recognition, others have strong concerns about formalising
the non-formal, others still argue it is a waste of resources,
while some believe it is just the right moment to work on the
development of new recognition strategies. Obviously, for
many different reasons, the issue of recognition touches the
very heart of youth work and non-formal education, leaving
barely anyone participating in those discussions totally
indifferent1.
Following these hot discussions, it seems that some of the
main questions related to recognition are: How can we bring
the institutional policy objectives and the realities of youth
work in Europe closer? What are the main challenges and
the stretch zones for us, youth workers/leaders, mentors
and trainers, in this process? What are the potential dangers
and pitfalls for youth work and non-formal education? And
what might be the potential benefits for the young people
we work with?
Already knowing that the definitive answer is 422, this
chapter still dares to address the above questions, while
offering a brief guide for reflection and answers to some
major dilemmas related to recognition for learning in the
youth field. So, fasten your seat belts
14
A. Youthpass in context
Recognition?
Low formal
recognition
What is it
for you?
High formal
recognition
Low social
recognition
High social
recognition
15
A. Youthpass in context
Social activism 10
The way you see the main purpose and the way you
approach youth work might significantly affect your
perception of and attitude towards calls for more and
better recognition of learning in the youth sector.
16
A. Youthpass in context
Selfassessment
Feedback
Dialogue space
17
A. Youthpass in context
Recognition in practice
Coming to the end of our journey, and recalling the Minsters
call for recognising the skills and competences acquired
1 See how it feels to work with the recognition issue in: Markovic, D. (2006) : A step towards the recognition of nonformal education in Serbia and Montenegro, Coyote, issue 11, Partnership of the Council of Europe and European
Commission, http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
2 Adams, D. (1984): The Hitch Hikers Guide to the Galaxy, Macmillan. According to this great work of fiction, some
time ago a group of hyper-intelligent pan-dimensional beings decided to finally answer the great question of Life,
The Universe and Everything. To this end, they built an incredibly powerful computer, Deep Thought. After the great
computer programme had run (a very quick seven and a half million years) the answer was announced. The Ultimate
answer to Life, the Universe and Everything is... (youre not going to like it...) is... 42. Unfortunately, in the process,
the original question was forgotten!
3 Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within
the Council, on the recognition of the value of non-formal and informal learning within the European youth field,
published in the Official Journal of the European Union, 20.7.2006.
4 ibid
5 For more information about the Lisbon process and how it relates to the youth field, see the chapter A4You hold
the keys to Lifelong Learning in this publication
6 Schild, H.J., Von Hebel, M. (2006) : Milestones for formal and social recognition of non-formal and informal
learning in youth work, Coyote, issue 11, Partnership of the Council of Europe and European Commission, http://
www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
A. Youthpass in context
7 Partnership of the Council of Europe and European Commission (2004): Pathways towards validation and
recognition of education, training and learning in the youth field, working paper
8 Markovic, D. (2006) : A step towards the recognition of non-formal education in Serbia and Montenegro, Coyote,
issue 11, Partnership of the Council of Europe and European Commission,
http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
9 For more information see Chisholm, Lynne (2005): Cheat Sheet on Recognition Terminology in Bridges for
Recognition report, http://www.salto-youth.net/bridgesforrecognition/
10 ibid
11 IYNF (2005): GOTCHA Handbook Attractive Youth Work a Guide to Making Things Happen, IYNF, Prague, http://
www.iynf.org/obsah/materials/documents.php?id_document=31
12 For more information on concrete activities and examples of attractive youth work see IYNFs Variety magazine,
http://iynf.org/obsah/materials/variety.php
13 For more information about learning potentials in the youth field, see chapters A4 You hold the keys to Lifelong
Learning and B1 How to support learning in this publication
14 See Presidency Conclusions of the Lisbon European Council, 23-24.3.2000. http://www.consilium.europa.
eu/cms3_fo/showPage.asp?lang=en&id=1296&mode=g&name=or Memorandum on Lifelong Learning, http://
ec.europa.eu/education/policies/2010/comp_en.html#2 or the chapter A4 You hold the keys to Lifelong Learning
in this publication
15 Titley, G., editor (2002): T-kit Training Essentials, Partnership of the Council of Europe and European Commission,
Strasbourg, http://www.youth-partnership.net/youth-partnership/publications/T-kits/T_kits
16 In the practical application of the Youthpass, there are certain differences when using it in different types of
Actions. For more practical suggestions on how to use it in various youth activities, see Part B of this publication
17 Goleman, D. (1998): Working with emotional intelligence, Bantam books, New York
18 For more on the role of feedback in the educational setting see Luft, J. and Ingham, H. (1955): The Johari Window,
a graphic model of interpersonal awareness or read Mark Taylors Marker Column in Coyote, issue 12. p.46,
http://www.youth-partnership.net/youth-partnership/publications/Coyote/12/Index
19 For more information and practical suggestions on how to learn and recognise it in various youth activities, see
chapter A5 Youthpass more than a certificate and Part B in this publication
18
19
A. Youthpass in context
A4
20
A. Youthpass in context
EU level
21
A. Youthpass in context
Key Competences
22
A. Youthpass in context
5. Learning to learn
4. Digital competence
23
A. Youthpass in context
24
A. Youthpass in context
25
A. Youthpass in context
A5
Individual
participants
Educational
institutions
European
Commission
Stakeholders in
Youthpass
Organisations
involved
Youth
services
National
governments
Local
authorities
National Agencies
of Youth in Action
26
A. Youthpass in context
is called creativity
requires thinking
the process is
discontinuous
the fuel is questions,
surprises, strange and
incomplete ideas
requires action
Perception
Reality
Changing
the process is
discontinuous
27
A. Youthpass in context
Potential pioneers
As far as we know, Youthpass is the first system set up
using the Key competences as the basis for defining and
recognising learning within a European programme. In
this sense, we are all pioneers, everyone involved in the
Programme!
28
A. Youthpass in context
improved quality of
Youth in Action projects
more support for nonformal learning
Possible effects
of Youthpass
influence on national
systems of recognition
deeper reflection by
youth work practitioners
a new species of
butterfly appears in
Chile (not really!)
1 De Brabandere, Luc (2005): The Forgotten Half of Change - Achieving greater creativity through changes in
perspective, Dearborn Publishing, Chicago
ISBN: 1-4195-0275-1
2 See, for example, Chisholm, L. with Hoskins B., Sorensen M.S., Moos L. & Jensen I. (2006) ATTE Volume 2
External Evaluation, Council of Europe. ISBN 978-92-871-5797-3
29
Introduction to Part B
30
B1
This chapter aims to help you get to grips with the term
learning in relation to concrete activities in the Youth
in Action Programme. Different methods and tools are
described to help young people and others take their
learning into their own hands, plan their learning and reflect
on and assess this learning.
When it is
finished?
What?
When?
Learning?
With whom?
How?
Such questions are quite new for many young people, but
not only for them. In our school learning, others decide
what we have to learn, how we should learn it and when we
have finished that learning. Now you take that responsibility
on your own shoulders, which probably makes learning
much more interesting and exciting. But still, its something
new, something you have to learn: learning to learn.
31
The one who acts is the learner; the one who is responsible
is the learner. This does not mean that learners have to do
it all by themselves. People who direct their own learning
often have a strong need to work together with and be
supported by others.
What do you need to be a learner who can take ownership of
your own learning? What do you need to learn how to learn?
Learning to learn
Learning to learn is one of the eight Key competences in the
framework of the Lifelong Learning initiative of the European
Union. Being able to learn is a prerequisite when it comes to
lifelong learning. Learning to learn is about a host of skills,
such as: organising your own learning, managing your time,
identifying opportunities, being able to deal with obstacles,
looking for and using others for support.
the motivation
to learn
to be aware of my
own learning
to give me feedback
to guide and support me
to plan my time
to learn together
other people
To learn I
need
to be able to organise
my learning
Am I doing well?
to reflect on my
learning
to assess myself
32
How do I learn ?
Have you ever thought about this question? And the followup question: How do I learn best?
People learn in very different ways. The big advantage of
organising your own learning is that you dont have to follow
what others have planned for you you can do it in your
favourite way. But what is your favourite way?
>> How did you start to learn? Did you make a plan or did
you just start doing?
>> Are you satisfied with how far you got?
>> What were the difficult moments?
>> How did you try to overcome these moments?
>> Did you ask for help from others?
>> Did you look at the others? Did they have different
strategies?
>> How do you think you can further improve? What would
your next steps be?
Learning styles
It might be good to spend some time on the topic of
learning, to share and discuss experiences, to connect those
experiences to those of others, to also recall those moments
of learning which were good, pleasant or even fun, or were
difficult but worthwhile in the end, to think about all the
things they learnt outside school: talking, dancing, kissing,
games To find out that a lot of learning is something you
do because you want to, you need to and it is something
you do for yourself and sometimes even for others.
Something that might even be fun!
A session on learning
33
Planning to learn
When the learner is the one to act, the learner is also the
one to plan, deciding what to learn and seeing how and
when to do it. How can we assist young people in stepping
into that process?
Learning is about change, about acquiring something new:
new skills, new attitudes, new knowledge. To be motivated
to learn, you need to have a vision of where you want to go,
a future perspective. When you have certain ideas about
what you want for your future, you feel the need to learn.
Its not something young people think about every day. Its
even said that young people these days have only a very
short-term future perspective. They want it now! But of
course young people have wishes and expectations for their
future, both in the short term as well as the long term. But
they might need some assistance to articulate those wishes
and make their expectations more concrete. Sometimes it
34
Two examples:
examples
Example 1
Living in a village Youth Exchange related
Tomek is working with a group of five young Polish people, preparing them for a Youth Exchange
that will take place in three months time in Belgium. The theme of the Youth Exchange is Living
in a village and there will be groups from four countries: Ireland, France, Belgium and Poland,
who all come from small villages. Although they are still working on a detailed programme for
the exchange, it has already been decided that they will make a video in which young people are
interviewed about what it is like to live in a small village. There will also be a group working on a
journal, they will prepare national dishes for each other and there will be workshops on making
the village a stage, meaning all kinds of street performances. The working language will be
English.
Tonight the Polish group will talk about their learning objectives. The aim for the evening is that
by the end of the evening all five will have written down a list of what they want to learn in
the preparation stage and during the exchange.
For the first half hour, Tomek gives them two options:
>> make a sketch
>> make a collage
that shows how you want to see yourself after the Youth Exchange.
Three of them choose to work on a collage and sit down with magazines, papers, pencils,
markers, paste and scissors. The other two leave for another room to prepare their sketches.
After a little bit more than the planned 30 minutes, they come back to show the results of their
work and talk about what their collages and sketches mean.
While the group talks, Tomek writes down the different words and sentences that come up:
>> I can speak better English.
>> I can do a clown-act.
>> I know some Belgian words.
>> I published my first article.
>> I know how to handle a camera.
>> I have friends from three other countries.
>> I will be in contact with the other groups.
>> I can juggle with three balls.
>> We can perform an act in the village square.
>> I have a Belgian girlfriend.
>> Im not afraid of flying anymore.
>> Im in a video, being interviewed.
>> I have carried out my first interview.
35
examples
Then Tomek gives them all five red and five green Post-its and asks them to write down
individually on the green ones, what they are most looking forward to, and on the red ones, what
they fear. He asks them to write down at least two things on the red and two on the green.
He gives them 15 minutes, but after ten they are already finished and put the Post-its on the wall.
Red:
>> They will not understand me.
>> The Belgians and French will stick
together, speaking French.
>> Everything will be very expensive for us.
>> I dont know how to make contact with
the others.
>> Maybe they will do things in very
different ways.
>> They might see us Polish people as
stupid.
>> They will hate our food.
>> Most things will be done by the Irish
because they speak better English.
>> Flying
>> They have very different rules from us.
>> We wont manage to talk with the others.
>> What if I dont like the food?
>> What if they explain all the technical
things for the video work in English?
>> I dont know what to talk about with
youngsters from other countries.
Green:
>> the journey to Belgium
>> street theatre workshops
>> seeing Brussels
>> partying with the others
>> making a really good Polish dinner
>> presenting the video
>> tasting Belgian beer
>> being away from home for ten days
>> arriving at the place where we will stay
>> working together with people from other
countries, in English
>> eating a French dinner with French wine
>> singing Irish songs
>> learning to be a clown
>> making a video out of everything that has
been recorded
The group then talks for more then an hour about their fears and the things they are looking
forward to. Tomek asks questions like:
36
examples
Example 2
Isabel goes EVS European Voluntary Service related
Isabel will start her EVS project in Italy in 6 weeks. Today she is taking the train from Porto to
Lisbon where she will talk with Magda from the sending organisation. She has met Magda once
already and she helped Isabel a lot in making contacts and finding the organisation in Tivoli near
Rome. But today their talk will be about something different. It will be quite long. Magda has
scheduled three hours for it, and the topic will be: What do I want to get out of my EVS?.
Isabel has been thinking a lot about this question over the past few days but has not found it
easy. For her, the most important reason for going to Italy for a year is to have time to think
about what she wants to happen afterwards. She wants to take some distance from the life she
has lived till now. Things got out of hand last year. She left school, found a job, got sacked and
was caught by the police stealing a wallet out of a car. When she ended up in a police station,
she decided that this all had to stop. Her parents tell her its all because of bad friends, which
might be partly true, but Isabel has the feeling that she needs some time for herself. EVS seems
to be a great opportunity.
But still, that doesnt answer the question: What do I want to get out of my EVS?
So, she is a bit nervous when she arrives at Magdas organisation. But she is set at ease
immediately by Magda who tells her that they will have the whole afternoon together to find the
answer to that question.
Magda asks her a lot of questions. Isabel tells her everything about her disastrous year and the
need to take some distance. Magda compliments Isabel on her ability to talk about her
life in a very clear and understandable way. Then she starts to ask questions about
what taking some distance will mean in practice. Difficult questions to answer, but
they help Magda understand things better and to put taking some distance into
practice.
They talk about the tasks that Isabel will carry out as a volunteer in Tivoli. What are
the things she feels she can do easily and what are the things that might be more
difficult? They talk about Isabels expectations of her Italian mentor, the way she
thinks she will make friends there, how she will manage to cook for herself, if she
has any plans for free-time activities, the language course she will take and many,
many more things. Magda mainly asks questions which help Isabel identify
exactly what she wants, what steps she has to take to reach those goals and
who might be the people who can help her.
Then Magda puts a kind of form on the table which she describes as a
learning plan. She suggests that Isabel makes a learning plan for the
first 6 weeks of her stay in Italy, writing down what she wants to learn in
that period, how she wants to do it, who she wants help from and when
she wants to have it done by.
37
Learning Plan
Name: Isabel
What
How
With whom
When
Learning to be able
to survive in Italian;
speak basic Italian
allowing me to
express myself
- to be honest about
how I feel
- to express my opinion
- to write about it every
day in my diary
- I want my mentor
to help me in this
- maybe also my
housemates
- starting immediately
from the first day
- weekly talk about my
experiences with mentor
- every day diary
- a healthy meal
every day
- buying a cook book
- finding others to eat
and cook with
Knowing and
understanding
my tasks in the
organisation
38
39
Interpersonal, intercultural
and social competences
and civic
competence
Learning to learn
Mathematical
competence and
basic competences
in science and
technology
knowledge of concepts/ideas on
democracy/citizenship/civil rights
Key competences
What are they about?
Communication in
foreign languages
Cultural
expression
Digital
competence
Communication
in the mother
tongue
Entrepreneurship
project management
40
41
Individual reflection
In a Youth Exchange, a Training Course or during an EVS
project, many people feel a strong need to have some
time for themselves, to be alone, not surrounded by all the
others, a chance to deal with the many impressions they
are confronted with. In a way it is a very natural need for
reflection. As its not always simple to plan and have that
time for yourself, it can be good to offer space and tools in
the programme to encourage participants to take individual
reflection time.
Diary or Learning Journal
A diary or learning journal can be a simple and effective
tool for giving participants the opportunity to reflect on
the process they are going through and to note down the
experiences of the day. It can be a good method to use, for
example, in EVS-projects to help the volunteer reflect on
the large number of experiences that she/he has to deal
with. During Training Courses and Youth Exchanges this can
also be a valuable tool. A diary is something for yourself,
so people can use it in their own way: writing in their own
language, doing it daily or once a week, having it with them
all the time or at home under their pillow.
Example
Youth Exchange
Message in a bottle
Italy June 2008
My Diary
Name: ...................................
42
43
44
45
>> Im able to
Time is limited in a Training Course. The final selfassessment will probably take place on the last afternoon
and the trainers will not have time to speak with all the
participants individually. Thats why clear instructions and
tips are necessary to get participants to work on the Key
competences:
>> point out (again) what the main Key competences
addressed in the Training Course are
>> recommend that they ask each other for support
>> give some examples of how to write down the learning
achievements
>> give some ideas of how to start a sentence to describe
learning outcomes
>> remind them that somebody else who reads it should
beable to understand it
>> tell them there are many right ways to do this; the trick
is to find the one that fits you best
Facilitator of learning
As we said at the beginning of this chapter: young people
also learnt a lot in Youth Exchanges, EVS projects, Training
Courses and Youth Initiatives before the introduction of
Youthpass. What Youthpass aims to add is an increased
awareness for the learner of what she/he has learnt and
the recognition of that learning by others. An important
pre-condition for this is that the youth workers/leaders,
mentors, and trainers who implement these projects are
aware of the learning possibilities that the projects offer
and are ready to take on their role as the facilitator of that
learning process. How new that role is will differ a lot from
person to person depending on the background, country or
field where he/she comes from.
In general, we can say that making learning explicit is
something new and challenging in the field of non-formal
education. We are at the beginning of a process which could
be exciting!
A process where there is still much to explore and new
ideas, approaches, methods and tools are welcome and
necessary.
The website of Youthpass will allow practitioners to share
their experiences and ideas lets use it!
B2
Youthpass in practice
Youthpass in Youth Exchanges
In the following parts each section of the Youthpass
Certificate will be explained.
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Education
(Higher education,
school)
Youth work
field
Vocational
education
Key
competences
other
Employment
sector
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Examples:
>> Financial management (calculating the budget,
operating with different currencies, monitoring expenses
etc.)
>> Planning the project and all its different elements
>> Looking for data and information about the theme of the
project and analysing them
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Digital competence
The original wording of the key competence:
Examples:
>> Using the computer for filling a project application form
>> Building a website, Facebook group, blog etc. for the
project
>> Learning new computer programmes and applications
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Learning to learn
The original wording of the key competence:
Learning to learn is the ability to organise our own
learning. It includes effective management of time and
information, both for ourselves and in groups. We should
also be aware of our learning process and needs and
identify different opportunities available to learn. It means
gaining, processing and assimilating new knowledge and
skills as well as seeking and making use of guidance.
Learning to learn encourages us to build on prior learning
and life experience.
...in a nutshell: To be able to organize and manage your
own learning. To set aims and objectives, identify the best
ways and means to achieve them. To monitor and evaluate
your own learning process. To know your learning abilities
and make optimal use of time, information and learning
opportunities. To develop further on already gained
experiences and competences. To be able to apply achieved
competences and experiences in the personal, professional
and social life. To know how to increase your motivation and
self-confidence.
Examples:
>> Learning about you as a learner how you learn best,
with whom, in what situations, what stimulates you,
what blocks you, etc.
>> Learning how to set aims and objectives for yourself
>> Learning how to learn with and from peers
>> Learning how to give words to what you have learnt
>> Learning how you can use the competences and
experiences you already have in your project and what
else you can learn to develop these competences further
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Examples:
>> Working together with your peers to prepare for the
project
>> Explaining your local reality to young people from other
countries
>> Personal and interpersonal development (working in
your group, working with the partner group(s), building
trust, working on respect and tolerance, increasing selfconfidence, showing empathy, dealing with uncertain
situations, making decisions, solving conflicts and
managing crises, etc.)
>> Intercultural development (dealing with diversity,
working with different groups, exploring new ways of
looking at the world, other values and traditions, etc.)
>> Getting more knowledge and understanding about
structures, values and rules of civic society
>> Sharing the experiences and outcomes of the exchange
with people in your local environment
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Examples:
>> Turning an idea into action
>> To be a part of planning and managing the project
>> To organize support and cooperation to realize your idea
>> To use human resources and talents in an optimal way
in your group
>> Which ideas did you put into action during the project?
How do you feel about it?
>> In which part of the project could you express your
creativity and be innovative?
>> How and from which situations did you learn about
taking the initiative and being active?
>> What did you learn about project management, action
planning, teamwork and cooperation, taking risks,
creativity and flexibility?
>> How is it for you to take initiative? How is it to follow
others?
>> Which projects experiences can you use for building up
your personal and professional development?
>> What else would you like to learn in this area?
>> What did you learn as a group?
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Examples:
>> Sharing and learning about your own culture, tradition
and cultural heritage
>> Learning about other cultures, traditions and cultural
heritage
>> Being involved in preparing a performance and bringing
it on stage (theatre, music, dance etc.)
>> Producing a film or a photo exhibition
>> Learning about other cultures and sharing your culture
with the local community
>> Using artistic methods such as painting, singing, acting,
writing, etc.
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B3
Youthpass in practice
Youthpass in European
Voluntary Service
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>> Together with the contract for the approved project, you
will get the link to the Youthpass website
www.youthpass.eu
>> You are obliged to inform volunteers that they are
individually entitled to receive a Youthpass.
>> We recommend including information about Youthpass
and the Key competences as soon as you set up the
planning for the EVS project together with volunteers,
sending and host organisations.
>> On the Youthpass website you need to register before
you can start using the Youthpass generating tool.
>> Help texts will guide you through the different steps.
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will be more effective to use just the first and second pages
to show that they participated actively in an organisation
abroad for a period of their lives. On other occasions it will
be equally appropriate to present the learning outcomes
within the Key competences framework (page three and
following).
Experiences with Youthpass will be documented in a
so-called good practice part of the Youthpass website in
the near future. If you want to share your experiences and
support with others, please feel free to share them!
For the organisers of the European Voluntary Service
project (organisations, mentors), Youthpass is a fantastic
opportunity to use a Europe-wide system for validation and
recognition of their work.
The Youthpass Certificate also shows that you organised an
activity which was quality checked by the National Agency
of the Youth in Action Programme in your country or by
the Executive Agency of the European Commission - if you
implement a Centralised project supported by the European
Commission directly.
If you use the educational recommendations concerning the
learning process, objectives and outcomes described in this
Youthpass guide, you can increase the educational impact
and quality of your youth work.
Youthpass highlights the added value in terms of the
learning experienced in a Youth in Action activity - as you
can read about further in chapter A5 Youthpass - more than
a certificate of participation.
In the next part you will find more information about how
you can implement Youthpass in an EVS project.
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4 Further aspects
Coordinating organisations
Coordinated projects use different ways of dealing with the
Youthpass process: either the coordinator acts as a mentor
and follows the volunteers individual learning processes or
he/she delegates the task to a mentor, who is selected by
the hosting organisation. However it is organised, make sure
that the best person to accompany volunteers through the
Youthpass process follows their personal and professional
learning. Anyway, the coordinator is responsible for finding
the best solution.
How to deal with it technically when generating Youthpass
Certificates will be explained on www.youthpass.eu.
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Education
(Higher education,
school)
Youth work
field
Vocational
education
Key
competences
Employment
sector
other
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8. I/He/Linda developed
9. I/He/Linda have/has a clear view now
10. In future I/he/Linda want/s to develop futher
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Digital competence
The original wording of the Key competence
Digital competence involves the confident and critical use
of Information Society Technology (IST) for work, leisure
and communication. It is underpinned by basic skills in ICT:
the use of computers to retrieve, assess, store, produce,
present and exchange information, and to communicate and
participate in collaborative networks via the internet.
Learning to learn
The original wording of the Key competence
Learning to learn is the ability to pursue and persist
in learning, to organise ones own learning, including
through effective management of time and information,
both individually and in groups. This competence includes
awareness of ones learning process and needs, identifying
available opportunities, and the ability to overcome
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>> How did I make new friends? What went well? What did not
develop well?
>> How did I identify different habits in the host community?
How did I cope with them?
>> Did I take the initiative, go towards others, and support
others?
>> When was I most successful in communicating with others
here?
>> How did I present my own cultural background in the host
community? How did I experience theirs?
>> What was my intercultural learning process during the EVS
project?
>> How did I deal with the cultural shock (if I faced one)?
>> How did I deal with conflicts? How did I resolve them?
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Civic competence
>> How much was I actively involved in the EVS project?
>> Did I find out how to influence developments in
the organisation/ in the community? Did I use this
knowledge?
>> When did I participate in decision-making within the EVS
project?
>> How did I take into account different opinions? How did
they change my view of my own country, of the host
country, of European developments?
>> How did my knowledge of national and/or local/National/
European policies and structures increase?
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Europass
Dealing with Youthpass in European Voluntary Service
provides a major opportunity for young people to develop
their self-reflection and their personal and professional
learning. It may well be that volunteers would like to use
this for their further professional career path. They will find
it important to use the Europass Curriculum Vitae or the
Europass Language Passport for their next steps in life.
They will find the Europass web site including further
resources here: http://europass.cedefop.europa.eu/
B4
Youthpass in practice
Youthpass in Training Courses
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>> You are obliged to inform all participants that they are
individually entitled to get a Youthpass.
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)
)
)
)
As a programme
session
Integrating
Youthpass
During reflection
group discussions
(
(
As part of participants
expectations
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And now you are invited to read through the following steps
which might gave you some inspiration on how you can
adapt or use it in your own Course:
1. When you start to plan your activity you can integrate
Youthpass and the Key competences right from the
beginning when planning and setting learning objectives
or the Training Course with a focus on both the
participants and your organisation. You can choose which
of the Key competences you would like to address the
most or you can think about the learning potential of the
individual participants or your organisation and how you
can encourage this process. If you are dealing with topics
like participation in society, active European citizenship
and the influence of your engagement, intercultural
learning, the impact of European developments on local
youth work or on your organisation, specific topics like
ecological developments, the social situation of young
people, the situation of socially excluded people in
different countries, etc. you can think about encouraging
reflection processes for participants and organisations.
2. When you plan the Training Course structure, please
reserve time:
>> to inform all participants that they have the right to
ask for a Youthpass if they want. It is your contractual
obligation as an organiser to provide a Youthpass
Certificate if requested,
>> to include questions on learning and personal
development in the reflection moments within the
Training Course,
>> to think about the acquisition of Key competences and
use the descriptions presented later in this chapter,
>> to plan regular reflection sessions to reflect on learning
objectives and, through that, deepen the process of
learning in the Course,
>> to think about different approaches towards motivating
participants in their learning and to link this to lifelong
and life-wide learning please use the ideas about this
contained in chapter B 1 How to support learning.
3. The self-assessment parts of the programme and the
dialogue process you create during the Training Course
need time. A lot of participants are not familiar with this
kind of work and you may need to offer guidance and
methodological support.
4. Motivate the participants to create partnerships with
others to deepen their reflection and to make it a learning
experience. Motivate them to use the Training Course for
getting feedback and developing their reflection on
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>> I developed...
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Digital competence
The original wording of the Key competence
Digital competence involves the confident and critical use
of Information Society Technology (IST) for work, leisure
and communication. It is underpinned by basic skills in ICT:
the use of computers to retrieve, assess, store, produce,
present and exchange information, and to communicate and
participate in collaborative networks via the internet.
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Learning to learn
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Europass
Dealing with Youthpass in Training Courses provides a
major opportunity for youth worker and youth leader
to develop their self-reflection and their personal and
professional learning. It may well be that participants
would like to use this for their further professional career
path. They will find it important to use the Europass
Curriculum Vitae or the Europass Language Passport for
their next steps in life.
They will find the Europass web site including further
resources here:
http://europass.cedefop.europa.eu/
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B5
Youthpass in practice
Youthpass in Youth Initiatives
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This page should give the person reading the certificate (e.g.
a potential employer) a clear idea about the project:
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Youth work
field
Education
(Higher education,
school)
Vocational
education
Key
competences
Employment
sector
other
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Yuppie questions
Examples:
>> Learning new words and expressions when preparing
a project for the Youth in Action programme (such as
European dimension, evaluation, aims and objectives,
participant, beneficiary, young people with fewer
opportunities, inclusion, application, active participation,
etc.)
>> Learning different ways to present your ideas
and activities written materials for sponsors and
supporters, in meetings when presenting your project,
making posters or leaflets to communicate with other
young people, etc.
>> Learning new ways to express yourself when speaking
in front of your peers, officials, local people, etc.
>> Learning to communicate with others to listen to and
understand others, to show respect to other ideas, to
give constructive criticism, etc.
Yuppie examples on possible learning: knowing how to
write official letters, writing attractively to other young
people, being confident in running presentations, creating
short info for your team, being able to express critical
opinions in a respectful way)
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Yuppie questions
Examples:
>> Learning new words in foreign languages
>> Learning new expressions in foreign languages
>> Learning new concepts, approaches, methods coming
from different countries
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Yuppie questions
Examples:
>> Assessing local needs. Who are we doing this project for
and why do they need it?
>> Financial management (as calculating the budget,
operating with different currencies, monitoring expenses
etc.)
>> How did you solve problems in your project? How did
you look for solutions? How did these solutions help?
>> How did you collect and present outcomes of your project to
others? Did you use any data, models, charts, etc? Did you
develop any new presentation skills? Which?
>> Did you get any new scientific knowledge? Which and how?
>> How did you cope with new and unexpected situations in
your project?
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Digital competence
The original wording of the key competence...
... in a nutshell: the use of information technology in your
free and working time as a means of communication.
Producing, storing, analysing information. Sharing
information via Internet. Using different media means such
as mobile phones, digital cameras, etc.environment.
Examples:
>> Searching the Internet for information about Youth
Initiatives
>> Using the computer for filling in a project application
form
>> Learning new computer programmes and applications
>> Did you find reasons sometimes not to use digital media for
communication? In which cases?
>> What else would you like to learn in this area? Who can help
you?
Yuppie questions
>> What did you learn from your partners in this area? What did
they learn from you?
>> Did you notice any intercultural differences in using
information technology?
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Learning to learn
The original wording of the key competence...
... in a nutshell: To be able to organize and manage ones
own learning. To set learning aims and objectives, identify
the best ways and means to reach them. To monitor and
evaluate ones own learning process. To know ones own
learning abilities and be able to use time, information
and learning opportunities in an optimal way. To develop
further on already gained experience and competences. To
be able to apply achieved competences and experiences in
ones personal, professional and social life. To know how to
increase ones motivation and self-confidence.
Examples:
>> Learning new things about yourself as a learner how
do you learn best, with whom, in what situations, what
stimulates you, what blocks you etc.
>> Learning to learn from and with peers
>> Learning how to set individual aims and objectives for
yourself
>> Learning to give words to what you learnt
>> Learning how you can use the competences and
experience you already have in your project and what
you can learn to develop yourself further
>> Learning how to motivate yourself and what helps you
to feel more confident
>> Using concrete things you learnt in your project in other
situations at school, at work, at home etc.
Yuppie questions
Before the project
>> What are the things you learnt in your life that you are
most happy or proud of?
>> How do you learn best? What motivates you?
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Yuppie questions
Before the project
Examples:
>> Working on something that you see as important
for you, your friends and other young people in your
neighbourhood
>> Working with people who are excluded, have fewer
opportunities and perspectives or suffer from not being
able to find a place in rapidly changing societies
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> What did you learn from your partners? What did they
learn from us?
> In what way is the understanding of active citizenship in
your partner country different from that in yours?
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Yuppie questions
Examples:
>> Turning an idea into a project
>> Planning and managing a Youth Initiative project
> How and from which situations did you learn about
taking initiative and being active?
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Yuppie questions
> What do you know about your local culture and history?
What would you like to learn more?
> Do you already use certain ways of artistic expression?
Which? In what way?
> What would you like to learn in this area?
During and after the project
> Did you meet new cultural expressions during your
project? If yes, how did it influence you?
> What kind of forms of cultural expression do you know in
your community? How would you describe them?
Examples:
>> Learning about your own culture, tradition and cultural
heritage
>> Learning to express yourself in a creative way
Make sure to have a look at the Youth Initiatives part of the Youthpass website: http://www.youthpass.eu/en/
youthpass/for/youth-initiatives/. There you will find a lot of helpful hints,
methods and further support to carry out the Youthpass process alongside your Youth Initiative project!
C. Appendices
Editorial information
C. Appendices
Notes on contributors
Rita Bergstein lives in Germany (Cologne) and is currently working for the
SALTO Training and Cooperation Resource Centre - main focus: Youthpass and
recognition of non-formal learning. Before that she was active as a trainer,
social worker and project manager at national and international levels. She
believes in the potential and value of non-formal learning and its contribution
to the lives of (young) people and to the world.
E-mail: rita@salto-youth.net